Brief comments/reflection on the readings
1) “Education under not child left behind is based on, not diversity, but conformity,” (Robinson, 2013). Standard-based classrooms do not allow students to learn explore a diverse range of their talents, but rather restrict them to focus on a finite amount of talents.
2) Is Canada not also doing a standards-based model? How many other countries are doing a standard model approach? Which countries are not? And of those approaching education from a different angle, which are successful and why?
Any strengths or weaknesses of the readings?
1) “motivated much more politically than through research on what is thought to be the best for learning and learners.” If everyone was on a different path of learning, then how can we accept people into universities if we are unable to test them on the same level? How can we gauge ourselves as a nation of learning if we have no standardized testing? This chapter did not discuss alternatives to a standard-based model.
2) “This movement is motivated much more politically than through research on what is thought to be the best for learning and learners” Well what exactly is the research saying about what is best for learning and learners? This section should have discussed more about the other options for learning.P-2
3) “All students must be individually checked on all expectations” Wouldn’t students need to be ‘checked’ on preapproved learning goals no matter if it was standards-based or not? What do they mean by ‘checked’ exactly?-P3
4) “Does not specify very much in terms of sequence, activities, or media” Would that not be a good point about standards-based learning? Lots of researchers have pointed the finger at standards and discussed how restrictive it is, is this not showing how standards-based learning has some flexibility?
5) Do standard-based assessment mean multiple choice? Why can’t it be an assessment that demonstrates what students have learned?-P5
6) “educators, need to supplement the tests if they are inauthentic or misaligned with the real learning goals and objectives” Isn’t this against the idea of standardized testing? Wouldn't that defeat the purpose if teachers are changing and writing their own tests?-P5
7) “trying it out with a similar group of learners will have significant benefit and will likely be worth the extra time required in this case” In what scenario is it possible for a teacher/educator to try out a instructional course, that is standards-based and hence controlled by the government or large governing body, on another group of similar individuals to pre-test the course? This advice is highly improbable in my opinion. P-6
8) “Standards do tend to remain the same from year to year (with some unfortunate exceptions)” Why would it be unfortunate for the standards to change? In fact, I would hope that the standards change often to keep up with new ideas, 20th century learning, and new technologies.-P7
9) The example at the end of the chapter should have been given first, to give a clearer picture before discussing the details of standard-based learning to the reader.-P7
Themes:
1) restricts teachers work, as there is limited time per class, and teachers must meet the standards.
2) Standard-based classroom is politically motivated, “This movement is motivated much more politically than through research on what is thought to be the best for learning and learners”-P2
Possible Concluding Question(s):
1) “motivated much more politically than through research on what is thought to be the best for learning and learners.” If everyone was on a different path of learning, then how can we accept people into universities if we are unable to test them on the same level? How can we gauge ourselves as a nation of learning if we have no standardized testing?
2) talk about the dichotomy of teaching; standards-based versus suggested research methods of learning. If it’s not one or the other, than is it some combination of both?
3) How many other countries are doing a standard model approach? Which countries are not? And, of those approaching education from a different angle, which are successful? And why?
4) Wouldn’t students need to be ‘checked’ on preapproved learning goals no matter if it was standards-based or not?-P3
5) “Outcomes are determined, the means to get there are left open” Personally I like this notion. If my son graduated high school only knowing how to add, then I would have a huge problem with this. I want him to know a variety of topics in math. How then, can he achieve these topics of learning if the learning goals are not part of some checklist or a list of standards which must be met before he is allowed to graduate?
6) “Standards do tend to remain the same from year to year (with some unfortunate exceptions)” Why would it be unfortunate for the standards to change? In fact, I would hope that the standards change often to keep up with new ideas, 20th century learning, and new technologies.-P7 Should standards be changed often? What are some of the pros/cons with this approach?
MICHELE C Brief comments/reflection on the readings
My initial interest in standards-based curriculum (SBC) was to see how it parallels competency –based medical education (CMBE), which is soon to be introduced into Canadian medical education. I felt that knowing more about the SBC could provide some insight on how to provide some quality insurance to CMBE. I think SBC can provide a strategy for creating a form of quality control that responds to internal and external standards, where it may be a good platform to assess whether the processes can produce the appropriate outcomes. Quality control refers to achieving certain predefined objectives and criteria. Clear standards can build trust amongst learners and teachers which may enable them to address deficiencies and be more transparent and productive.
In order to develop the extent to which the chapter connects to authentic teaching practices, I have found the following are examples where SBC is similar to CMBE: 1)Standards = Milestones
SBC – Identify and set standards that help clarify the goals and expectations for the educational program. The outcomes are determined, but the means to get there are left open.CMBE – Develop required specialty-specific milestones as targets to guide learning, content and resource tools to integrate the educational framework 2)Curriculum Development
SBC – Starts with the standards for a curriculum base; use mandated and approved tests; where all students must be individually checked on all expectations. The outcomes are determined, but the means to get there are left open. It is imperative that care be taken with parent communication and administrative support with the plan for reaching the standards.
CMBE – The curriculum is implemented as planned, teaching formats and materials delivered according to standards. The use of objective structured clinical exams (OSCEs) is a common method of assessment of clinical skills. OSCEs are timed, multi-station examination in which candidates perform clinical tasks such as history-taking, physical exams, and counselling, usually with standardised patients. At each station the candidate’s performance is evaluated by a rater that scores pre-set checklists or rating scales. 3)Learners
SBC – progress to the next grade is done with care taken to assure that the prerequisite skills have been attained and are firmly in place.
CMBE – the learning and teaching processes must create a culture of all stakeholders in quality management activities at all levels and functions. Medical schools have to adopt innovative strategies that engage all stakeholders to strive for excellence on a continuous basis and use quality control to support such strategies.
3 themes
The standards movement was politically driven
Components of SBC: set goals, develop and analyze the assessments methods, implementation, and revisions
Implementation – requires the teacher to be innovative and provide appropriate material to ensure the learners reach the set standards
Any strengths or weaknesses of the readingsI felt that initially the author portrayed SBC negatively, as it’s development was politically driven. Throughout the reading the author more clearly defined the components and outlined the method’s strengths, such as the certainty of standards; texts are often pre-selected which may facilitate teachers to find supplemental texts; specific media and activities are often not pre-specified which allows some creativity for the teacher; and like any other method the method should be developed, tested and revised. one reference (APA style)
Carr-Chellman, A. (2010). Instructional Design for Teachers : Improving Classroom Practice. Florence, KY, USA: Routledge. Retrieved from http://site.ebrary.com.ezproxy.lib.ucalgary.ca/lib/ucalgary/docDetail.action?docID=10416483
Bartman, I., Smee, S., & Roy, M. (2013). A method for identifying extreme OSCE examiners. The Clinical Teacher, 10(1), 27–31. doi:10.1111/j.1743-498X.2012.00607.x
Thought provoking concluding sentence Most teachers know they get the most useful information by considering a variety of measures of student learning. It is important to look at the work students do in class every day, such as how they approach things, why they succeed or what is difficult. Although the standards may be set, the teachers can give feedback, shift their lessons appropriately and introduce material allowing the students to be more successful. Measures of this success are where I believe the method requires more development and research.
I agree with you Michele. After reading so much of this book and enjoying it's positive out look I was a bit shocked at the negative turn.
CHRIS O - Brief comments/reflection on the readings (1 or 2 paragraphs)
I am not sure how closely standards based learning in the US mimics the education system in Alberta, but there do seem to be some similarities. Unfortunately as the author notes, the shift towards standards has been largely motivated by politics rather than research (Carr-Chellman, 2010). I do see the benefits of having common educational goals, but standardized testing does impose limits on educators. They can become forced to teach-to-the-test, especially if their own career paths are tied to the results of their students. The author makes several suggestions to add supplemental materials and assessments. I see this as a logical solution, but I am concerned about the practicality of actually implementing it. Educators have limited time and resources, so I would expect it to be challenging for them to also prepare supplemental content. This also may mean additional work for students if they are expected to take standardized assessments as well as supplemental assessments. To that end, I could only see that being practical if the supplemental assessments were informal or embedded within normal classroom activities.
Despite some of these challenges there have been many cases of success with standards based learning. Yager (2005) presents 15 case studies of successful standards based instruction and learning in grade 9-12 science classes. He concludes by offering several areas for further development including more emphasis on teaching standards, professional development standards, assessment standards, and content and inquiry standards.
- 3 themes
Standards-based learning is motivated by politics rather than research
Standards are often very broad and unclear, forcing educators to teach to the test
Educators should expect to supplement standardized materials and assessments
- Any strengths or weaknesses of the readings
In the section regarding assessing student characteristics (p127) the author suggests that pre-tests and surveys are better than informal approaches, such as those used for student centered learning. Unfortunately, the author does not elaborate on why this is the case.
The author assumes that educators will have time and resources for supplemental materials on top of what is already prescribed with may not be realistic
The author address many common issues that face educators when attempting ID within a standardized education system.
-thought provoking concluding sentence
The standard or average student does not exist, so who are educators expected to be teaching to? The worlds brightest minds are far from standard, and the education system can easily let them fall through the cracks. Let us be cautious about strictly following standards and instead focus on allowing students to grow and develop in their own unique ways.
I have to agree with Chris that there are many similarities to what is outlined in the book and Alberta.
I also agree that teaching to a test is terrible. I think this is something a new teacher or a lazy teacher might very easily fall victim to.
Blair's Two Bits
Standards based learning
Helps teachers stay focused on learning goals in hopes to achieve a level of mastery of each concept. It helps teachers look for patterns that may need to be revised as a group or for individuals. It helps make sure everything has a purpose. A clear idea of goal makes teachers more intentional aligning all parts of the curriculum to the course goals with actionable feedback.
Themes
Standard: What students should know and do at grade level.
Strand: A group of learnings that are the same.
Assessment: Gathering evidence. No overall grade. All broken down into standards. To zero in on areas of strength and weakness.
I think Carr-Chellman has it all wrong. She says that standards based learning falls out of step with student orientated programs. I think it compliments them. It can fit into any philosophical backing. In fact I think it keeps them on track. Inquiry is notorious for going off track. This would keep it true especially sense, “(Standard based learning) Does not specify very much in terms of sequence, activities or media. Outcomes are determined, the means to get there are left open.”
I think it would be confusing for the beginner teacher, but as an addendum to the ID4T I think it would be brilliant. It says that the goals are vague. One could use ID4T’s language to straighten it out as did the teacher in the case study included.
Articles talk about the high stake tests not being authentic. You know the FINAL test is there so prepare for it authentically. As the framework is open you can design around this any way you like. Or as it says in the text, supplement the test if it’s not good. On that note the pressure of high stakes testing rarely does anyone any good, but I wonder if it could be lead into easily with less stress.
Maybe you have to live it to get a real look at it, but can trying to make every area equal for all be all that bad? The studies on making things equal on the basis of race, ethnicity, culture, language, social class, gender and disabilities have boomed.
References:
Abdel Latif, M. (2012). Teaching a Standard-Based Communicative English Textbook Series to Secondary School Students in Egypt: Investigating Teachers' Practices and Beliefs. English Teaching: Practice And Critique, 11(3), 78-97.
American School of Doha. (Producer). (2013, September 29) Standards-based learning: student presentation [video clip]. Retrieved Feb 08, 2014 from https://www.youtube.com/watch?v=XUvHXNVFfH8 Published on Sep 29, 2013
Carr-Chellman, A. (2010). Instructional Design for Teachers: Improving Classroom Practices. Florence: Routledge.
STEVEN B
Brief comments/reflection on the readings1) “Education under not child left behind is based on, not diversity, but conformity,” (Robinson, 2013). Standard-based classrooms do not allow students to learn explore a diverse range of their talents, but rather restrict them to focus on a finite amount of talents.
2) Is Canada not also doing a standards-based model? How many other countries are doing a standard model approach? Which countries are not? And of those approaching education from a different angle, which are successful and why?
Any strengths or weaknesses of the readings?
1) “motivated much more politically than through research on what is thought to be the best for learning and learners.” If everyone was on a different path of learning, then how can we accept people into universities if we are unable to test them on the same level? How can we gauge ourselves as a nation of learning if we have no standardized testing? This chapter did not discuss alternatives to a standard-based model.
2) “This movement is motivated much more politically than through research on what is thought to be the best for learning and learners” Well what exactly is the research saying about what is best for learning and learners? This section should have discussed more about the other options for learning.P-2
3) “All students must be individually checked on all expectations” Wouldn’t students need to be ‘checked’ on preapproved learning goals no matter if it was standards-based or not? What do they mean by ‘checked’ exactly?-P3
4) “Does not specify very much in terms of sequence, activities, or media” Would that not be a good point about standards-based learning? Lots of researchers have pointed the finger at standards and discussed how restrictive it is, is this not showing how standards-based learning has some flexibility?
5) Do standard-based assessment mean multiple choice? Why can’t it be an assessment that demonstrates what students have learned?-P5
6) “educators, need to supplement the tests if they are inauthentic or misaligned with the real learning goals and objectives” Isn’t this against the idea of standardized testing? Wouldn't that defeat the purpose if teachers are changing and writing their own tests?-P5
7) “trying it out with a similar group of learners will have significant benefit and will likely be worth the extra time required in this case” In what scenario is it possible for a teacher/educator to try out a instructional course, that is standards-based and hence controlled by the government or large governing body, on another group of similar individuals to pre-test the course? This advice is highly improbable in my opinion. P-6
8) “Standards do tend to remain the same from year to year (with some unfortunate exceptions)” Why would it be unfortunate for the standards to change? In fact, I would hope that the standards change often to keep up with new ideas, 20th century learning, and new technologies.-P7
9) The example at the end of the chapter should have been given first, to give a clearer picture before discussing the details of standard-based learning to the reader.-P7
Themes:
1) restricts teachers work, as there is limited time per class, and teachers must meet the standards.
2) Standard-based classroom is politically motivated, “This movement is motivated much more politically than through research on what is thought to be the best for learning and learners”-P2
Possible Concluding Question(s):
1) “motivated much more politically than through research on what is thought to be the best for learning and learners.” If everyone was on a different path of learning, then how can we accept people into universities if we are unable to test them on the same level? How can we gauge ourselves as a nation of learning if we have no standardized testing?
2) talk about the dichotomy of teaching; standards-based versus suggested research methods of learning. If it’s not one or the other, than is it some combination of both?
3) How many other countries are doing a standard model approach? Which countries are not? And, of those approaching education from a different angle, which are successful? And why?
4) Wouldn’t students need to be ‘checked’ on preapproved learning goals no matter if it was standards-based or not?-P3
5) “Outcomes are determined, the means to get there are left open” Personally I like this notion. If my son graduated high school only knowing how to add, then I would have a huge problem with this. I want him to know a variety of topics in math. How then, can he achieve these topics of learning if the learning goals are not part of some checklist or a list of standards which must be met before he is allowed to graduate?
6) “Standards do tend to remain the same from year to year (with some unfortunate exceptions)” Why would it be unfortunate for the standards to change? In fact, I would hope that the standards change often to keep up with new ideas, 20th century learning, and new technologies.-P7
Should standards be changed often? What are some of the pros/cons with this approach?
REFERENCES
Robinson, Ken. (2013, April). Ken Robinson: How to escape education’s death valley [.flv]. Retrieved from https://www.youtube.com/watch?v=wX78iKhInsc
MICHELE C
Brief comments/reflection on the readings
My initial interest in standards-based curriculum (SBC) was to see how it parallels competency –based medical education (CMBE), which is soon to be introduced into Canadian medical education. I felt that knowing more about the SBC could provide some insight on how to provide some quality insurance to CMBE. I think SBC can provide a strategy for creating a form of quality control that responds to internal and external standards, where it may be a good platform to assess whether the processes can produce the appropriate outcomes. Quality control refers to achieving certain predefined objectives and criteria. Clear standards can build trust amongst learners and teachers which may enable them to address deficiencies and be more transparent and productive.
In order to develop the extent to which the chapter connects to authentic teaching practices, I have found the following are examples where SBC is similar to CMBE:
1) Standards = Milestones
SBC – Identify and set standards that help clarify the goals and expectations for the educational program. The outcomes are determined, but the means to get there are left open.CMBE – Develop required specialty-specific milestones as targets to guide learning, content and resource tools to integrate the educational framework
2) Curriculum Development
SBC – Starts with the standards for a curriculum base; use mandated and approved tests; where all students must be individually checked on all expectations. The outcomes are determined, but the means to get there are left open. It is imperative that care be taken with parent communication and administrative support with the plan for reaching the standards.
CMBE – The curriculum is implemented as planned, teaching formats and materials delivered according to standards. The use of objective structured clinical exams (OSCEs) is a common method of assessment of clinical skills. OSCEs are timed, multi-station examination in which candidates perform clinical tasks such as history-taking, physical exams, and counselling, usually with standardised patients. At each station the candidate’s performance is evaluated by a rater that scores pre-set checklists or rating scales.
3) Learners
SBC – progress to the next grade is done with care taken to assure that the prerequisite skills have been attained and are firmly in place.
CMBE – the learning and teaching processes must create a culture of all stakeholders in quality management activities at all levels and functions. Medical schools have to adopt innovative strategies that engage all stakeholders to strive for excellence on a continuous basis and use quality control to support such strategies.
3 themes
- The standards movement was politically driven
- Components of SBC: set goals, develop and analyze the assessments methods, implementation, and revisions
- Implementation – requires the teacher to be innovative and provide appropriate material to ensure the learners reach the set standards
Any strengths or weaknesses of the readingsI felt that initially the author portrayed SBC negatively, as it’s development was politically driven. Throughout the reading the author more clearly defined the components and outlined the method’s strengths, such as the certainty of standards; texts are often pre-selected which may facilitate teachers to find supplemental texts; specific media and activities are often not pre-specified which allows some creativity for the teacher; and like any other method the method should be developed, tested and revised.one reference (APA style)
Carr-Chellman, A. (2010). Instructional Design for Teachers : Improving Classroom Practice. Florence, KY, USA: Routledge. Retrieved from http://site.ebrary.com.ezproxy.lib.ucalgary.ca/lib/ucalgary/docDetail.action?docID=10416483
Bartman, I., Smee, S., & Roy, M. (2013). A method for identifying extreme OSCE examiners. The Clinical Teacher, 10(1), 27–31. doi:10.1111/j.1743-498X.2012.00607.x
Thought provoking concluding sentence
Most teachers know they get the most useful information by considering a variety of measures of student learning. It is important to look at the work students do in class every day, such as how they approach things, why they succeed or what is difficult. Although the standards may be set, the teachers can give feedback, shift their lessons appropriately and introduce material allowing the students to be more successful. Measures of this success are where I believe the method requires more development and research.
I agree with you Michele. After reading so much of this book and enjoying it's positive out look I was a bit shocked at the negative turn.
CHRIS O
- Brief comments/reflection on the readings (1 or 2 paragraphs)
I am not sure how closely standards based learning in the US mimics the education system in Alberta, but there do seem to be some similarities. Unfortunately as the author notes, the shift towards standards has been largely motivated by politics rather than research (Carr-Chellman, 2010). I do see the benefits of having common educational goals, but standardized testing does impose limits on educators. They can become forced to teach-to-the-test, especially if their own career paths are tied to the results of their students. The author makes several suggestions to add supplemental materials and assessments. I see this as a logical solution, but I am concerned about the practicality of actually implementing it. Educators have limited time and resources, so I would expect it to be challenging for them to also prepare supplemental content. This also may mean additional work for students if they are expected to take standardized assessments as well as supplemental assessments. To that end, I could only see that being practical if the supplemental assessments were informal or embedded within normal classroom activities.
Despite some of these challenges there have been many cases of success with standards based learning. Yager (2005) presents 15 case studies of successful standards based instruction and learning in grade 9-12 science classes. He concludes by offering several areas for further development including more emphasis on teaching standards, professional development standards, assessment standards, and content and inquiry standards.
- 3 themes
- Any strengths or weaknesses of the readings
-thought provoking concluding sentence
The standard or average student does not exist, so who are educators expected to be teaching to? The worlds brightest minds are far from standard, and the education system can easily let them fall through the cracks. Let us be cautious about strictly following standards and instead focus on allowing students to grow and develop in their own unique ways.
-one reference (APA style)
Carr-Chellman, A. (2010). Instructional Design for Teachers : Improving Classroom Practice. Florence, KY, USA: Routledge. Retrieved from http://site.ebrary.com.ezproxy.lib.ucalgary.ca/lib/ucalgary/docDetail.action?docID=10416483
Yager, R. E. (2005). Exemplary science in grades 9-12: standards-based success stories. Arlington, VA: NSTA Press. Retrieved from http://ucalgary.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwY2BQAFZqZolmRimpaYlJximJ5inAzJiUaJFobmpmbmKZZolyFRBSae4mxMCUmifKIO_mGuLsoQs9ibUyHjqQEW9sBmwsG5sYizGwALvGqQAgkRm2
I have to agree with Chris that there are many similarities to what is outlined in the book and Alberta.
I also agree that teaching to a test is terrible. I think this is something a new teacher or a lazy teacher might very easily fall victim to.
Blair's Two Bits
Standards based learning
Helps teachers stay focused on learning goals in hopes to achieve a level of mastery of each concept. It helps teachers look for patterns that may need to be revised as a group or for individuals. It helps make sure everything has a purpose. A clear idea of goal makes teachers more intentional aligning all parts of the curriculum to the course goals with actionable feedback.
Themes
Standard: What students should know and do at grade level.
Strand: A group of learnings that are the same.
Assessment: Gathering evidence. No overall grade. All broken down into standards. To zero in on areas of strength and weakness.
Feedback: Clear feedback produces self-assessment.
I think Carr-Chellman has it all wrong. She says that standards based learning falls out of step with student orientated programs. I think it compliments them. It can fit into any philosophical backing. In fact I think it keeps them on track. Inquiry is notorious for going off track. This would keep it true especially sense, “(Standard based learning) Does not specify very much in terms of sequence, activities or media. Outcomes are determined, the means to get there are left open.”
I think it would be confusing for the beginner teacher, but as an addendum to the ID4T I think it would be brilliant. It says that the goals are vague. One could use ID4T’s language to straighten it out as did the teacher in the case study included.
Articles talk about the high stake tests not being authentic. You know the FINAL test is there so prepare for it authentically. As the framework is open you can design around this any way you like. Or as it says in the text, supplement the test if it’s not good. On that note the pressure of high stakes testing rarely does anyone any good, but I wonder if it could be lead into easily with less stress.
Maybe you have to live it to get a real look at it, but can trying to make every area equal for all be all that bad? The studies on making things equal on the basis of race, ethnicity, culture, language, social class, gender and disabilities have boomed.
References:
Abdel Latif, M. (2012). Teaching a Standard-Based Communicative English Textbook Series to Secondary School Students in Egypt: Investigating Teachers' Practices and Beliefs. English Teaching: Practice And Critique, 11(3), 78-97.
ActiveGrade. (Producer). (2012, November 16) Standards-Based Grading Overview [video clip]. Retrieved Feb 08, 2014 from https://www.youtube.com/watch?v=E7m4762pjH8
American School of Doha. (Producer). (2013, September 29) Standards-based learning: student presentation [video clip]. Retrieved Feb 08, 2014 from https://www.youtube.com/watch?v=XUvHXNVFfH8 Published on Sep 29, 2013
Carr-Chellman, A. (2010). Instructional Design for Teachers: Improving Classroom Practices. Florence: Routledge.
Reznichenko, N. (2013). Equity Implications for Mathematics Learning Outcomes. Online Submission. Retrieved from: http://files.eric.ed.gov/fulltext/ED540351.pdf
Standards-Based Education Reform in the United States.”n.d.”. Retrieved from Wikipedia: http://en.wikipedia.org/wiki/Standards-based_education_reform